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Unit of study_

EDSE3117: Teaching EALD 1

Semester 1, 2024 [Normal day] - Camperdown/Darlington, Sydney

One in five Australians come from a language background other than English. Many of these children and adults need support in developing their English. In addition, new immigrants and refugees arrive in Australia every year, many of whom also need help in acquiring English. English as an additional language (EALD) teachers provide this help. The type of support depends on the learners' needs. For example, young children entering school with fluency in their first language, but not English will need intensive classroom support in social and school English; whereas adult immigrants may need more focus on English for vocational purposes or further study.

Unit details and rules

Unit code EDSE3117
Academic unit Education
Credit points 6
72 credit points, including (EDSE2010 or EDHP2001) and 12 credit points at 2000-level or 3000-level from one of (English, Linguistics, or one of the languages (Arabic, Chinese, French, German, Hebrew, Indonesian, Italian, Japanese, Korean, Latin, Modern Greek, Sanskrit, Spanish))
Assumed knowledge


Available to study abroad and exchange students


Teaching staff

Coordinator Sarwat Dabaga,
Lecturer(s) Sarwat Dabaga,
Type Description Weight Due Length
Assignment Reflective report of observed video language lesson
20% Week 05
Due date: 22 Mar 2024 at 23:59
1000 words
Outcomes assessed: LO1 LO3 LO4 LO6
Assignment In Class Grammar Test
30% Week 09
Due date: 26 Apr 2024 at 14:00
Short answers. Equivalent to 1000 words.
Outcomes assessed: LO2 LO5 LO6
Assignment Scope and sequence/unit of work with 3 detailed sample lesson plans
50% Week 13
Due date: 24 May 2024 at 23:59
2500 words / equivalent
Outcomes assessed: LO1 LO2 LO3 LO6

Assessment summary

Assessment 1 – Reflective report and lesson plan

This assessment task involves a report based on research and an observed video language lesson. The main aim of the task is to get you thinking about and evaluating prospective teaching and learning situations and how you would deal with EAL/D issues associated with these situations. 

Assessment 2 – In Class grammar test

This task is a short test requiring you to recognise aspects of grammar as learned and discussed in class. 

Assessment 3 – Broad scope and sequence of unit of work with 3 detailed sample lesson plans

In this assignment, you are to develop a broad scope and sequence comprised of a series of lessons that would make up a unit of work, including 3 detailed lesson plans.  

NOTE: Detailed information for each assessment can be found on Canvas and will be discussed in class.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range


High distinction

85 - 100



75 - 84



65 - 74



50 - 64



0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website  provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.  

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

WK Topic Learning activity Learning outcomes
Week 01 Overview of TESOL programmes and provisions in Australia and internationally Seminar (3 hr) LO1 LO5
Week 02 How learners develop and extend their language/s Seminar (3 hr) LO1 LO2 LO6
Week 03 Introduction to key approaches and documents Seminar (3 hr) LO1 LO4 LO5 LO6
Week 04 Lesson planning including planning steps and using outcomes Seminar (3 hr) LO1 LO3 LO4
Week 05 Grammar focus: nouns and nominal groups; how to pack information in English Seminar (3 hr) LO1 LO2 LO6
Week 06 Easter - take home grammar activities Seminar (3 hr) LO2 LO5 LO6
Week 07 Grammar focus - verbs and verb groups Seminar (3 hr) LO2 LO6
Week 08 Teaching Spoken Language Seminar (3 hr) LO2 LO6
Week 09 Approaches to the teaching of reading Seminar (3 hr) LO2 LO5 LO6
Week 10 Extending reading and spoken language Seminar (3 hr) LO2 LO5 LO6
Week 11 Teaching Vocabulary Seminar (3 hr) LO2 LO5 LO6
Week 12 Practical session focusing on activity design with a language focus. Seminar (3 hr) LO2 LO5 LO6
Week 13 Looking back and looking forward Seminar (3 hr) LO2 LO5 LO6

Attendance and class requirements

The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided on Canvas.


Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

There is no textbook for this unit. Readings will be posted on CANVAS or distributed in class. It is advised that you purchase a grammar reference book. This will be helpful not just for your TESOL Curriculum studies, but also in your future as an EAL/D teacher. Here are some suggestions, which will be discussed in the first seminar:

Collins Cobuild. (2005). English grammar. London: Harper Collins. (A traditional grammar with pretty much everything)

Leech, G., & Svartik, J. (2003). A communicative grammar of English. London: Pearson Longman. (This is a more advanced grammar. It combines traditional and also functional categories of grammar)

Thomson, A., & Martinet, A. (1986). A practical English grammar. Oxford: OUP. (This is a basic traditional grammar reference book for those who know little grammar)

Parrott, M. (2000). Grammar for English language teachers. CUP. (Provides approaches, samples of learners’ errors and tasks for you to practise)

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Demonstrate an understanding of EAL/D provisions in Australia and of the social/ emotional and educational needs of the learners (AITSL Professional Standards for Teachers 1.1, 1.2, 1.3, 1.4).
  • LO2. Show an understanding of second language development and the implications of this for teaching and learning (AITSL Professional Standards for Teachers 1.1, 1.2, 1.3, 1.4, 3.1, 3.2, 3.3, 3.4, 3.5, 5.1, 5.4).
  • LO3. Demonstrate the ability to develop programmes and lesson plans, and design tasks reflecting the principles of TESOL curriculum/ syllabi and current collaborative approaches (AITSL Professional Standards for Teachers 3.1, 3.2, 3.3, 3.4, 3.5).
  • LO4. Demonstrate the skills for organising effective classroom environments for the development of language learning (AITSL Professional Standards for Teachers 4.1, 4.2, 4.3, 4.5).
  • LO5. Demonstrate an understanding of the language strengths and needs of TESOL students and the language demands of the learning context (AITSL Professional Standards for Teachers 3.1, 3.2, 3.3, 3.4, 3.5, 5.1, 5.4).
  • LO6. Demonstrate an understanding of issues related to first and second language acquisition (e.g. oracy) (AITSL Professional Standards for Teachers 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.5).

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities

This section outlines changes made to this unit following staff and student reviews.

No changes

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organization. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organizing reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organization.


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